UizbA 

.  I QifJ 

COLLEGE  OF  HAWAII  PUBLICATIONS 


CIRCULAR  No.  3 


The  Extension  Work  of  the 
College  of  Hawaii 

BY 

VAUGHAN  MacCAUGHEY 

PROFESSOR  IN  CHARGE  OF 
EXTENSION  WORK 


HONOLULU: 

PUBLISHED  BY  THE  COLLEGE 
MA  Y,  1914 


The  Extension  Work  of  the 
College  of  Hawaii 


THE  OBJECT. 

The  object  of  the  College  of  Hawaii  in  carrying  on 
extension  work  is  to  serve  those  persons  in  the  Territory 
who  are  unable  to  attend  the  regular  sessions  of  the  Col¬ 
lege,  or  of  other  established  educational  institutions. 
The  extension  service  aims  to  stimulate  and  guide  those 
persons  in  the  pursuit  of  a  higher  and  more  effective 
education,  to  increase  their  efficiency  as  members  of  the 
commonwealth,  and  to  enable  them  to  achieve  more  near¬ 
ly  the  best  things  in  life  of  which  they  are  capable. 

The  College  of  Hawaii  is  supported  by  Territorial 
and  Federal  taxation,  and  endeavors  to  extend  its  ser¬ 
vices  to  the  people  by  all  possible  ways  compatible  with 
the  best  methods  of  college  administration.  While  ade¬ 
quate  provision  should  be  made  and  fostered  for  collegi¬ 
ate  work  in  residence,  yet  there  exists  in  the  community 
a  large  class  of  persons  who  for  one  cause  or  another 
are  unable  to  adjust  themselves  to  our  formal  system  of 
education.  Such  persons  manifestly  have  some  claim 
upon  the  Territory  for  assistance  in  education  outside 
the  formal  system.  Through  the  extension  service  such 
persons  may  acquire  knowledge  in  accordance  with  their 
requirements  and  capacities.  While  there  are  very  good 
reasons  for  students  coming  to  the  College  for  their  in¬ 
struction,  there  are  also  good  reasons  for  the  College  go¬ 
ing  to  the  people ;  and  more  especially  when  the  College 
offers  instruction  in  subjects  pertaining  to  the  vocations 
of  life. 

That  people  may  be  taught  in  many  of  the  subjects 
of  the  school  and  college  curricula  through  extension 
service  is  a  demonstrated  fact,  and  while  the  method 
lacks  some  of  the  advantages  of  study  in  residence,  it  has 
certain  advantages  of  its  own.  Among  other  things,  it 


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has  a  tendency  to  encourage  self-reliance  and  self-deter¬ 
mination;  it  affords  earnest  persons  the  opportunity  of 
working  and  studying  at  the  same  time ;  and  each  stud¬ 
ent  gets  individual  instruction. 

The  ultimate  object  is  the  building  up  of  an  “extra¬ 
mural”  college,  which  shall  embrace  the  whole  Territory 
and  which  shall  have  active  members  in  every  commu¬ 
nity  in  intimate  connection  with  the  mother  institution, 
to  the  end  that  the  services  of  the  College  may  reach  all 
of  the  people  of  Hawaii. 

ORGANIZATION. 

The  extension  service  of  the  College  of  Hawaii  is 
distributed  throughout  the  several  departments,  and  i^ 
not  segregated  in  one  department.  The  professor  in 
charge  of  the  extension  work  cooperates  with  other  mem¬ 
bers  of  the  faculty,  and  coordinates  the  various  lines  of 
work.  This  type  of  organization  is  well  adapted  to  the 
local  situation,  and  is  proving  successful.  In  fact,  this 
type  of  organization  is  used  by  the  majority  of  main¬ 
land  state  colleges  and  universities. 

“Every  department  of  a  college  should  have  an  ex¬ 
tension  phase.  Preferably  every  department  should 
have  an  extension  officer,  who  is  responsible  to  the  head 
of  his  department  for  the  accuracy  of  his  subject-matter. 
The  College  may  then  have  a  separate  officer,  office  or 
department  that  organizes  all  the  extension  interests  of 
the  institution.  It  would  be  possible,  therefore,  to  make 
a  catalogue  of  extension  work  by  naming  the  depart¬ 
ments  of  the  College.  Aside  from  this,  there  would  be 
certain  separate  organized  extension  agencies.” — Bailey, 
Cycl.  Amer.  Agric. 

“The  majority  of  colleges  favor  the  employment  of 
extension  men  within  departments,  and  the  assignment 
of  these  men  to  the  department  of  extension  when  such 
service  is  necessary.” — Burnett,  O.  E.  S.  Bui.  231. 

The  organization  of  the  College  of  Hawaii  extension 
service  is  somewhat  modified  from  the  usual  mainland 
type  bv  the  peculiar  local  conditions  under  which  it  is 


working.  The  mainland  college  develops  its  extension 
activities  in  rural  regions  containing  English-speaking 
citizens,  Anglo-Saxon  populations,  a  condition  which  is 
largely  absent  in  Hawaii. 

Moreover,  much  of  the  extension  work  customarily 
assumed  by  the  mainland  state  college  is  carried  in  Ha¬ 
waii  by  the  Federal  Agricultural  Experiment  Station, 
the  Sugar  Planters’  Experiment  Station,  the  Territorial 
Bureau  of  Agriculture  and  Forestry,  the  Territorial 
Board  of  Health,  and  other  governmental  organizations. 

The  United  States  Department  of  Agriculture,  now 
intimately  concerned  with  cooperative  extension  enter¬ 
prises  with  many  of  the  mainland  state  colleges,  has 
just  issued  the  following  significant  official  statement 
of  its  position  on  this  important  subject: 

“While  the  organization  of  the  extension  divisions  in 
the  colleges  must  be  left  largely  to  the  States,  the  De¬ 
partment  will  naturally  be  interested  to  have  them  so 
organized  as  to  differentiate  them  clearly  from  the  divi¬ 
sions  for  teaching  and  research,  and  thus  to  make  the 
administration  of  the  different  Federal  funds  granted 
to  the  colleges  comparatively  simple.  A  few  sugges¬ 
tions  from  the  standpoint  of  the  Department  as  to  the 
general  plan  for  the  organization  of  the  agricultural 
colleges  may  not  be  out  of  place.  In  most  cases  the 
President  or  Dean  of  the  College  should  serve  as  the 
co-ordinating  or  directing  agent  of  the  entire  institu¬ 
tion,  which  may  well  be  organized  with  three  main 
branches,  (1)  a  research  division  (agricultural  experi¬ 
ment  station)  ,  (2)  a  teaching  division,  and  (3)  an  ex¬ 
tension  division.  Such  an  organization  would  not  do 
away  with  the  departments  dealing  with  subject  matter. 
For  example,  all  the  persons  dealing  with  the  subject  of 
agronomy  should  be  in  the  agronomy  department, 
whether  the  whole  of  their  time  is  given  to  work  in 
one  division  or  whether  their  time  is  distributed  over 
two  or  three  divisions.  Undoubtedly  the  detailed  rela¬ 
tions  of  members  of  the  staff  with  the  subject  matter 
departments  and  the  administrative  unit  of  either  re- 


6 


search,  teaching,  or  extension  work  would  make  a  com¬ 
plicated  organization,  bnt  with  care  in  planning  such 
an  organization,  it  is  believed  that  it  will  be  found  high¬ 
ly  satisfactory  on  the  whole. 

“In  some  instances  it  may  not  be  practicable  at  pres¬ 
ent  to  develop  the  three  divisions  as  indicated.  For 
example,  it  may  be  desirable  in  some  institutions  to 
have  one  director  in  charge  of  two  divisions.  In  that 
case,  the  director  of  the  experiment  station  and  the 
director  of  the  extension  division  might  be  one  man 
reporting  directly  to  the  President  or  Dean. 

“As  far  as  the  Department  is  concerned  the  essential 
thing  is  that  the  college  shall  select  the  director  ot 
the  extension  division  and  shall  make  him  responsible 
for  all  the  agricultural  extension  work  within  the  State, 
just  as  it  has  been  a  custom  to  select  a  director  of  the 
research  division  and  put  him  in  charge  of  all  the  work 
of  the  experiment  station.  It  is  expected  that  the  ex¬ 
tension  director  will  be  directly  responsible  to  the  Presi¬ 
dent  or  Dean  of  the  College. 

“The  extension  director  should  have  a  voice  in  the 
selection  of  his  assistants,  and  should  be  free  to  formu¬ 
late  his  projects  or  program  of  work  for  submittal  to 
and  approval  by  the  Secretary  of  Agriculture.” 


An  Enumeration  of  the  Main  Lines  of  Extension 
Work  Carried  on  by  the  College  of  Hawaii. 

1.  Correspondence  courses. 

2.  Courses  at  the  College,  for  extension  students. 

3.  Movable  schools. 

4.  Public  exhibits  and  demonstrations. 

5.  Publication  of  Hawaii  Educational  Review. 

6.  Traveling  libraries  and  loan  of  books. 

7.  Loan  of  illustrative  material  for  schools. 

8.  Work  in  the  engineering  testing  laboratories. 

9.  Work  in  the  roads-materials  testing  laboratory. 

10.  Practical  assistance  to  poultry  raisers. 


7 


11.  Distribution  of  high-grade  strains  of  seeds  of 
farm  crops. 

12.  General  lectures  by  various  members  of  the 
staff. 

13.  Practical  assistance  to  dairymen  and  cattlemen. 

14.  Press  material  for  the  daily  papers. 

15.  Identification  work — insects,  pests,  marine  life, 
etc. 

16.  Technical  engineering  advice  and  aid. 

17.  Cooperative  work  with  various  Improvement 
Clubs. 

18.  Cooperation  with  the  Board  of  Health. 

19.  Special  extension  classes  in  connection  with 
other  organizations. 

20.  Trips  of  assistance  upon  specific  request  from 
outlying  regions. 

21.  Special  work  in  sugar  technology. 

22.  Use  of  the  College  laboratories. 

23.  Distribution  of  printed  bulletins  and  circulars. 

24.  Correspondence  on  specific  problems  and  quer¬ 
ies. 

25.  Specific  assistance  to  homesteaders. 

26.  Specific  assistance  to  municipal  and  county 
governments. 

27.  Cooperation  with  scientific  and  other  societies 
in  the  Territory. 

EXTENSION  STUDENTS. 

These  are  persons  who  are  taking  up  certain  courses 
or  lines  of  study  to  meet  their  own  particular  needs, 
without  reference  to  credit  or  degree. 

The  extension  student  enters  either  an  “extension” 
course,  especially  planned  for  his  needs,  or  one  of  the 
regular  courses.  The  following  regulations  govern  ex¬ 
tension  students : 

“Extension  students  will  be  enrolled  in  extension 
courses  upon  the  written  approval  of  the  president  or 
secretary  of  the  college,  and  of  the  instructor  in  charge 
of  the  course  desired. 


8 


“Extension  students  will  be  enrolled  in  regular  classes 
only  by  consent  of  the  Committee  on  Entrance.  Appli¬ 
cation  for  admission  to  such  classes  shall  be  made  in 
writing,  and  must  show  that  the  applicant  is  qualified 
to  undertake  the  work.  In  case  the  applicant  is  admit¬ 
ted  to  any  class,  he  or  she  shall  be  held  to  the  same  re¬ 
quirements  in  every  respect  as  are  the  regular  students ; 
and  should  any  person  thus  admitted  fail  to  do  the  pre¬ 
scribed  work  satisfactorily,  or  to  attend  class  exercises 
regularly,  or  to  take  the  given  examinations,  it  shall  be 
required  of  the  instructor  in  charge  that  he  shall  drop 
that  person’s  name  from  the  class  roll.” 

In  the  1913  enrollment  there  were  enrolled  fifty-one 
extension  students,  taking  the  following  courses : 

Agronomy — 

1.  Agricultural  Soils. 

3.  Agricultural  Crops. 

5.  Crop  Improvement. 

Animal  Husbandry — 

1.  Breeds  of  Live  Stock. 

4.  Poultry  Keeping. 

Mechanic  Arts — 

1.  Wood  Technology. 

Art  and  Design — 

1.  Freehand  Drawing. 

3.  Color. 

7.  Ceramic  Design  and  Porcelain  Decoration. 
Domestic  Science — 

2.  Textiles  and  Sewing. 

3.  Selection  and  Preparation  of  Food;  Cooking. 

10.  Dressmaking. 

—  Advanced  Sewing. 

English — 

1.  Composition. 

3.  English  Literature. 


9 


French — 

3.  Intermediate  French. 

Extension;  Course  in  French. 

German — 

1.  Elementary  German. 

3.  Intermediate  German. 

History  and  Economics— 

1.  Economic  and  Industrial  History. 

Chemistry — 

1.  General  Chemistry. 

4.  Qualitative  Analysis. 

5.  Organic  Chemistry. 

6.  Organic  Chemistry  (Laboratory  Course). 

Sugar  Technology — 

1.  Sugar  Technology. 

CORRESPONDENCE  COURSES. 

The  College  offers  through  correspondence  study  the 
following  subjects: 

I.  In  Agriculture. 

1.  Soils  and  Crops. 

2.  Poultry  Husbandry. 

3.  Principles  of  Horticulture. 

9.  Sugar  Technology  (for  chemists  and  other 
sugar  men). 

II.  In  Engineering. 

No  formal  courses  are  announced,  but  correspond¬ 
ence  relative  to  engineering  instruction  is 
welcomed  and  given  careful  attention. 

III.  In  Household  Economics. 

4.  Cooking. 

5.  Sewing. 

IV.  In  Science. 

6.  Elementary  Botany. 

7.  Elementary  Zoology. 

8.  Elementary  Entomology. 


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V.  In  Humanities. 

No  formal  courses  have  been  offered,  but  corre¬ 
spondence  relating  to  specific  cultural,  liter¬ 
ary  or  kindred  topics  receives  thorough  con¬ 
sideration. 

Plan  and  Scope. 

The  grade  of  instruction  in  these  subjects  is  in  accord¬ 
ance  with  the  ability  and  attainments  of  the  students. 
Students  taking  any  subject  by  correspondence  shall  be 
not  less  than  15  years  of  age  and  shall  not  at  the  time 
of  taking  the  course  be  in  attendance  at  school. 

Instruction  in  the  subjects  mentioned  is  given  by  writ¬ 
ten  lessons  or  assignments,  the  student  returning  a  writ¬ 
ten  report  on  each  lesson  or  assignment  according  to  the 
direction  of  the  professor  in  charge.  These  reports  are 
carefully  examined  and  returned  to  the  student  with  such 
corrections,  explanations  or  suggestions  as  may  be  to  the 
interests  of  the  student.  If  each  report  meets  the  re¬ 
quired  standard,  a  new  lesson  or  assignment  is  sent. 

A  subject  consists  of  weekly  assignments,  and  each  as¬ 
signment  may  contain  one  or  more  lessons.  The  course 
of  instruction  terminates  with  the  close  of  schools  in 
June.  No  preliminary  examination  is  required,  but  stu¬ 
dents  must  satisfy  those  in  charge  of  the  course  that  they 
can  read  and  write  English.  Application  blanks  may 
be  liad  on  request,  and  the  college  will  offer  assist¬ 
ance  and  suggestion  in  the  choice  of  subjects.  Students 
are  expected  to  complete  at  least  one  course  in  the  time 
specified  for  the  course. 

There  is  no  charge  for  the  instruction  by  correspon¬ 
dence.  However,  the  student  must  provide  himself 
with  the  necessary  text  books  for  the  course  desired, 
and  pay  postage  one  way.  The  text  books  are  fur¬ 
nished  by  the  College  at  cost,  and  for  these  and  other 
materials  supplied  for  the  use  of  the  student,  a  fee  of 
five  dollars  is  required.  This  fee  is  entirely  for  hooks 
and  materials  that  become  the  personal  property  of  the 
student;  and  if  necessary,  the  College  can  arrange  to 
lend  this  material  to  the  student. 


11 

SUBJECTS  IN  DETAIL. 

I.  Agriculture. 

Course  1.  Soils  and  Crops.  Readings  and  reports  on 
the  origin  and  formation  of  soils,  their  physical,  chemi¬ 
cal  and  biological  properties,  relation  of  soil  properties 
to  soil  managements,  the  adaptation  of  crops  to  soil  types 
and  the  essentials  of  crop-producing  power.  The  studies 
of  crops  will  consist  of  readings  and  reports  on  the  lead¬ 
ing  crops  of  the  mainland  a"d  Hawaii,  their  geography, 
economics  of  production,  commercial  importance,  prod¬ 
ucts,  uses  and  culture  methods.  ,]  - 

Course  2.  Poultry  Culture.  This  course  treats  of  the 
principles  of  the  profitable  production  of  poultry  prod¬ 
ucts.  The  essential  business  elements  which  lie  in  the 
qualifications  of  the  poultryman  and  in  the  quality  of  the 
stock  investment  will  receive  special  consideration.  The 
care  and  management  of  all  the  operations  from  the  time 
the  egg  or  the  chick  is  produced  until  it  reaches  the  con¬ 
sumer  will  receive  much  attention.  Each  student  is  urged 
to  be  engaged  actively  in  some  part  of  the  business  while 
taking  the  course,  for  observation,  study  and  .work  go 
hand  in  hand  in  successful  poultry  management. 

Course  3.  Elementary  Horticulture.  Students  regis¬ 
tering  in  this  course  elect  one  of  the  following  subjects: 
Fruit-raising,  vegetable  gardening,  or  floriculture.  In  ad¬ 
dition  to  regular  textbooks  assignments,  the  reading  of 
specified  bulletins  relating  to  these  matters  is  required, 
and  the  performance  of  practical  exercises.  Students 
taking  this  course  should  have  access  to  some  piece  of 
land,  however  small,  upon  which  they  can  raise  crops  fer 
experimental  purposes.  The  practical  problems  of  tillage, 
irrigation  and  drainage,  fertilizers,  spraying,  seedage, 
insects  and  fungi,  will  thus  be  worked  out  Oil  the  basis  of 
actual  experience. 

IT.  Household  Economics. 

#  •  !' ! (ffK  ::  .  •  l -jtt 

Course  4.  Cooking.  This  course  gives  the  elements 
of  the  theory  and  practice  of  cooking.  It  includes  text 
assignments  on  the  needs  of  the  human  system  a^  regards 


12 


foodstuffs,  the  care  and  preservation  of  food,  fireless  and 
invalid  cookery,  the  serving  of  meals  and  of  a  few  spe¬ 
cial  diets  for  children. 

The  students  are  furnished  with  bulletins,  the  reading 
of  which  is  required,  as  well  as  the  performance  of  sim¬ 
ple  experiments  and  cooking. 

Course  5.  Sewing.  This  course  teaches  the  funda¬ 
mental  principles  of  sewing.  Attention  is  given  to  the 
stitching,  cutting,  fitting,  and  finishing  of  simple  garments. 
The  work  is  taught  by  means  of  text-books,  patterns, 
illustrations,  written  directions  and  criticisms. 

III.  Sciences. 

Course  6.  Plant  Life.  .Students  registering  in  this 
course  have  an  option  between  two  lines  of  study.  (1) 
A  survey  of  the  principles  of  botany,  including  the  struc¬ 
ture  and  physiology  of  the  seed  plants;  the  morphology, 
evolution,  and  classification  of  plants ;  ecology  and  econo¬ 
mic  botany.  The  text  by  Bergen  and  Davis  will  be  fur¬ 
nished.  Emphasis  will  be  laid  on  the  practical  phases  of 
plant-life,  especially  such  aspects  as  are  exemplified  in 
Hawaii  and  in  similar  tropical  regions.  (2)  A  study  of 
common  plants  as  an  aid  in  the  nature-study  work  of  the 
elementary  schools.  This  work  is  planned  primarily  for 
school  teachers.  Two  manuals  will  be  furnished.  This 
course  demands  a  larger  amount  of  field  and  observa¬ 
tional  study  than  option  1.  The  faithful  performance  of 
the  work  outlined  in  either  of  these  sections  should  give 
the  student  a  general  knowledge  of  the  fundamentals  of 
plant  structure  and  growth. 

Course  7.  Zoology.  This  course  is  intended  to  give  a 
grounding  in  the  subject  of  general  zoology  with  especial 
reference  to  its  economic  aspects.  It  includes  text  assign¬ 
ments,  written  lectures,  and  simple  dissections  of  a  num¬ 
ber  of  common  animals  with  a  view  to  gaining  an  under¬ 
standing  of  the  salient  points  in  their  comparative  anato¬ 
my.  Notes  of  the  life  histories  and  the  habits  of  animals 
are  included  in  order  to  show  the  adaptation  of  animals 


13 


to  various  circumstances  and  conditions  of  environment. 
The  course  is  intended  for  teachers  and  others  who  de¬ 
sire  a  knowledge  of  the  facts  and  materials  of  zoology. 

Course  8.  Entomology.  This  course  gives  a  general 
survey  of  the  characteristics  of  insects,  dealing  with  their 
structures,  classification,  economic  relations,  and  methods 
of  control.  A  reference  text  is  furnished  for  the  required 
readings,  and  outlines  for  the  practical  exercises.  The 
course  demands  considerable  field  collecting  and  is  intend¬ 
ed  either  for  teachers,  or  for  actual  growers,  who  require 
a  general  knowledge  of  insect  life  if  they  are  going  to 
control  pests  successfully.  As  far  as  possible  the  lessons 
are  adapted  to  the  individual  needs. 

Short  Courses. 

"‘From  the  first,  the  schools  and  colleges  of  agriculture 
have  provided  abbreviated  courses,  that  is.  a  course  of 
less  than  four  years  and  not  leading  to  a  degree.  The 
reason  for  these  courses  arises  from  the  desire  of  the  col¬ 
lege  to  aid  the  people,  and  also  from  the  demand  of  the 
people  that  they  be  given  advantage  of  the  college  with¬ 
out  preparation  and  the  sacrifice  of  time.” — Bailey,  Cycl. 
Amer.  Agric. 

The  College  of  Hawaii  has'  held  three  short  courses,  as 
follows : 

1908.  Twenty-six  evening  sessions,  including  Soils, 

Fertilizers,  Botany,  Agronomy,  Horticulture, 
Plant  Breeding,  Forestry,  Economic  Ento¬ 
mology. 

1909.  Twenty-six  evening  sessions,  subject-matter  as 

above. 

1912.  Fifteen  afternoon  sessions;  subject-matter  deal¬ 
ing  with  various  phases  of  elementary  school 
curricula. 

The  general  nature  of  these  courses  may  be  indicated 
by  the  announcement  of  the  1912  course,  which  read  as 
follows : 


14 

A  Short  Course  for  Teachers. 

o  J  ••  V  V.:  ;  i  If  •  5  ,  V  .  .  J  V  J  I  *<#,  J  t 

The  College  of  Hawaii  offers  a  course  of  fifteen  lec¬ 
tures  for  the  benefit  of  teachers  and  others  interested  in 
the  elementary  schools. 

These  lectures  deal  with  the  various  phases  of  the  ele¬ 
mentary  school  curriculum.  The  selection  of  subject- 
mattfcry  the  use  of  experiments  and  illustrative  material, 
and  sirliilar  practical  topics,  will  receive  special  attention. 

This  coutse  is  open  to  teachers  and  the  public  free  of 
charge. 

1  The  lectures  are  given  at  the  college  on  Mondays,  3  to 
4  p.  m.,  &s  follow^ : 

1.  Jan.  8 — The  Outlook  for  the  Schools — Pres.  Gil¬ 
more. 

2.  Jan.  15. — The  English  Language  and  the  Schools 
, — Dr.  Andrews. 

,  3.  Jan.  22— The  School  Library — Miss  Green. 

4.  Jan.  29 — School  Architecture— Prof.  Young. 

5.  Feb.  5 — The  Sanitation  Problem  and  the  Schools— 
Prof.  Keller. 

.  6.  Feb.  12— Elementary  Experiments  in  Physics — 
Prof.  Ballou. 

7.  Feb.  18 — Simple  Experiments  in  Chemistry-  -Prof. 

Dillingham.  *  •  T 

8.  Feb.  26 — Agriculture  in  the  Public  Schools — Prof. 

Krauss.  ; 

9.  March  4 — Domestic  Science  in  the,  Schools — Miss 
Lee. 

10.  March  11 — The  Study  of  the  Sea — Prof.  Bryan. 
JL  March .  18— Methods  m  Insect  Study — Prof.  Sev- 

erin. 

12.  JVTarch  25— School  Sanitation — Miss  Gulick. 

13.  April  1 — Material  for  History  Lessons — Miss 
Yoder. 

14.  April  22 — The  Pedagogy  of  Arithmetic — Prof. 
Donaghho 

15.  April  29 — Art  Appreciation  and  the  Schoojs-- 
Miss  Chipman. 


15 

Movable  Schools. 

These  were  held  during'  the  summer  of  1909,  President 
Gilmore  and  Professor  Young  being  in  charge.  Lectures, 
demonstrations  and  discussions  were  hell  at  important 
centers  on  several  of  the  islands  of  the  group.  Some  of 
the  topics  were:  The  Improvement  of  Plants  and  Crops; 
Recent  Investigations  in  Soil  Fertility;  The  X-Ray  and 
Its  Applications  ;  Sanitation  and  Typhoid.  Much  inter¬ 
est  was  aroused  in  the  college  and  its  work.  Lack  of 
funds  has  prevented  the  continuance  of  an  enterprise 
most  auspiciously  inaugurated. 

Demonstrations  and  Experiments. 

The  Agricultural  Department  of  the  College  has  car¬ 
ried  on  a  limited  amount  of  demonstration  and  experi¬ 
mental  work,  but  the  greater  part  of  this  work  through¬ 
out  the  Territory  is  under  the  direction  of  the  Hawaii 
Agricultural  Experiment  Station  and  the  Experimental 
Station  of  the  Hawaiian  Sugar  Planters’  Association. 
The  Territorial  Bureau  of  Agriculture  and  Forestry  has 
also  carried  on,  from  time  to  time,  a  certain  amount  of 
work  of  this  character.  It  ip  to  be  hoped  that  the  four 
institutions  may  some  time  unite  in  a  coherent  and  uni¬ 
fied  extension  program  for  the  entire  Territory. 

“It  is  now  an  accepted  part  of  the  work  of  an  agricul¬ 
tural  college  to  make  demonstrations  and  tests  on  farms 
and  in  gardens.  This  kind  of  teaching  provides  labora¬ 
tory  work  for  the  farmer  on  his  own  farm.  There  are 
three  purposes  in  this  extension  experiment  work: 

“1.  To  illustrate  or  teach — to  instruct  the  co-operator 
in  methods,  to  set  him  at  the  working  out  of  his  own 
problems,  to  bring  him  into  touch  with  the  latest  discov¬ 
eries  and  points  of  view. 

“2.  To  determine  or  demonstrate  in  various  parts  of 
the  state  the  value  or  the  inefficiency  of  various  new  the¬ 
ories  and  discoveries — to  determine  how  far  these  newer 
ideas  are  applicable  to  local  conditions. 

“3.  To  discover  new  truth,  which  may  be  worthy  of 
record  in  bulletins.  This  is  mainly  the  least  of  the  re- 


16 


suits  that  follow  from  such  experiments,  because  the  ex¬ 
periments  are  not  under  perfect  control  nor  continuously 
under  the  eye  of  a  trained  observer.  In  making  these  re¬ 
marks,  regular  experiment  plots  on  land  rented,  owned 
or  controlled  by  a  college  or  station  at  places  about  the 
state  are  not  under  consideration :  these  are  essentially 
branch  or  local  experiment  stations  rather  than  outright 
teaching  enterprises.” — Bailey,  Cycl.  Amer.  Agric. 

Exhibits. 

The  extension  exhibits  of  the  College  may  be  grouped 
in  two  categories — intra-mural,  for  the  use  of  persons 
who  can  visit  the  college;  and  extra-mural,  for  the  gen¬ 
eral  public. 

Examples  of  intra-mural  exhibits  are  the  college  farm, 
lands,  dairy  and  beef  cattle,  breeds  of  poultry  and  other 
live  stock,  specimens  of  important  crops,  herbarium  ma¬ 
terial,  entomological  collections,  the  engineering  labora¬ 
tories,  etc. 

The  College  has  co-operated  with  other  organizations 
in  arranging  exhibits  for  the  general  public,  as  follows : 

a.  Agricultural  and  Biologic  Exhibit — Poultry  Show, 

1911.  Soils,  Field  Crops,  Model  Portable  Poul¬ 
try  House,  Horticultural  and  Biologic  Exhibits. 

b.  Clean  Milk  Exhibit — Public  Welfare  Exhibit, 

1912.  Clean  Milk,  Bovine  Tuberculosis,  Model 
Ice  Box,  Foods  and  Dietetics. 

Astronomical  Demonstrations. 

The  Astronomical  Observatory  of  the  College  is  used 
for  popular  demonstrations  and  lectures.  The  equipment 
consists  of  a  six-inch  reflecting  telescope,  a  meridian 
transit,  an  astronomical  clock,  a  chronograph  and  acces¬ 
sories. 

About  two  thousand  people  have  visited  the  Observa¬ 
tory  at  various  times,  and  to  a  large  number  of  these  the 
equipment  and  processes  of  astronomical  observations 
have  been  explained  in  considerable  detail. 


17 


THE  HAWAII  EDUCATIONAL  REVIEW. 

This  is  an  educational  periodical  issued  jointly  by 
the  Extension  Department  of  the  College  of  Hawaii 
and  the  Territorial  Department  of  Public  Instruction. 
It  is  ua  monthly  periodical  devoted  to  the  dissemina¬ 
tion  of  educational  thought  and  progress,  particularly 
as  adapted  to  the  Territory  of  Hawaii.” 

The  Review  is  published  through  the  cooperation  of 
the  Honolulu  Star-Bulletin,  of  which  Mr.  Wallace  R. 
Farrington  is  business  manager.  The  first  issue  ap¬ 
peared  January,  1913,  and  it  is  issued  monthly  except¬ 
ing  July  and  August. 

Each  issue  consists  of  sixteen  pages  8%xll  inches. 
Paid  advertisements  are  carried.  Special  space  is  given 
to  the  work  of  the  public  schools  and  of  the  College  of 
Hawaii.  Notable  contributions  have  been: 

Special  series  on  vocational  education. 

Special  series  on  eugenics. 

Special  articles  describing  prominent  schools  of 
Hawaii. 

Articles  on  agricultural  education. 

Special  articles  on  rural  schools;  school  hygiene; 
the  peace  movement ;  the  teaching  of  English, 
etc. 

The  Territorial  Department  of  Public  Instruction 
sends  the  Review  gratis  to  every  teacher  in  its  employ. 
The  Extension  Department  sends  the  Review  to  a  se¬ 
lect  mailing  list,  largely  mainland,  covering  the  agri¬ 
cultural  colleges,  etc.  The  Honolulu  Star-Bulletin 
sends  the  Review  to  each  one  of  its  city  subscribers.  The 
total  circulation  is  four  thousand  five  hundred  copies. 

Extension  Work  in  English  and  Modern 
Languages. 

The  extension  work  in  English  during  the  past  year 
has  consisted  of:  (1)  a  special  course  in  short  story 
writing,  given  largely  for  the  benefit  of  extension  stu¬ 
dents;  (2)  lectures  before  local  organizations  upon  liter- 


18 


ary  topics  of  current  interest,  (e.g.  “ Arnold  Bennet”  be¬ 
fore  the  College  Club),  and  (3)  a  special  course  in 
Shakespeare,  meeting  bi-weekly  under  the  auspices  of 
the  Y.  W.  C.  A. 

Extension  courses  in  modern  languages,  (German 
and  French),  have  been  given  during  the  past  year,  as 
in  previous  years.  These  courses  have  had  a  constitu¬ 
ency  and  point-of-view  somewhat  akin  to  the  “univer¬ 
sity  extension”  courses  given  at  various  mainland  insti¬ 
tutions. 

Extension  Work  in  Chemistry. 

The  facilities  of  the  chemical  laboratories  of  the 
College  are  extended  to  all  responsible  persons  or  or¬ 
ganizations  who  are  qualified  to  carry  on  independent 
work,  and  who  have  legitimate  investigation  in  view. 
Special  reference  is  made  to, chemical  problems  involv¬ 
ed  in  the  various  branches  of  public  welfare  work. 

The  chemical  laboratories  are  housed  together  in  a 
commodious  building,  and  are  fully  equipped  with 
standard  apparatus  and  supplies. 

During  the  past  year  the  department  has  made  chem¬ 
ical  examination  of  sewage  waters,  for  the  U.  S.  Army 
authorities. 

Extension  Work  in  Zoology. 

Besides  offering  a  correspondence  course  in  elemen¬ 
tary  zoology,  this  department  has  carried  on  consider¬ 
able  extension  work  through  the  identification  of  zoolo¬ 
gical  material ;  the  collection  and  distribution  of  mate¬ 
rial  illustrating  various  phases  of  Hawaiian  zoology; 
and  through  a  number  of  public  lectures,  addresses  and 
communications. 

Extension  Work  in  Entomology. 

The  extension  service  in  entomology  has  consisted  in : 

1.  Practical  assistance  in  combating  insect  pests. 

2.  Identification  of  insects,  harmful  and  others. 

3.  Articles  in  the  public  press. 


19 


4.  Special  instruction  in  tree  surgery  and  spraying. 

5.  Cooperative  work  with  the  Hawaiian  Sugar 
Planters’  Association,  the  Colonial  Sugar  Kefining  Co., 
and  the  Territorial  Board  of  Agriculture  and  Forestry. 

Extension  Work  in  Wood  Technology. 

The  shops  of  the  college  have  been  freely  used  by 
extension  students.  These  students  have  received  prac¬ 
tical  instruction  in  woodworking,  comprising  the  dif¬ 
ferent  operations  of  planing,  rabbeting,  plowing, 
notching,  splicing,  mortising,  framing,  dove-tailing, 
laying  out  work;  the  general  use  of  carpenters’  tools, 
followed  by  practice  in  wood  turning  with  special  refer¬ 
ence  to  manufacturing  operations.  Practice  is  given 
in  the  use  of  woodworking  machinery  as  aid  to  rapid 
and  accurate  work. 

Extension  Work  in  Agriculture. 

This  department,  as  might  be  expected  from  the 
nature  of  its  work,  has  been  active  in  various  exten¬ 
sion  services.  Nine  types  of  service  may  be  enumer¬ 
ated: 

1.  Correspondence  Courses  in  various  departments 
of  agriculture. 

2.  Lectures  on  agricultural  subjects  before  Farmers’ 
Clubs  throughout  the  Territory  (in  cooperation  with 
the  Hawaii  Agricultural  Experiment  Station). 

3.  Field  and  laboratory  demonstrations  for  visiting 
farmers  and  others  interested  in  agricultural  matters. 

4.  Distribution  of  improved  agricultural  seeds  de¬ 
veloped  on  the  College  farm. 

5.  Services  of  thoroughbred  registered  College  farm 
herd  bulls. 

6  Sales  of  thoroughbred  cattle,  swine  and  poultry. 

7.  Encouragement  and  direct  assistance  in  the  es¬ 
tablishment  of  Boys’  and  Girls’  Agricultural  Clubs. 

8.  Consultation  on  general  agricultural  subjects. 

9.  Judging  at  poultry  shows  and  other  agricultural 
gatherings. 


20 


A  notable  extension  enterprise,  inaugurated  during 
the  present  year,  is  the  free  distribution  of  high-grade 
corn  seed,  described  by  Professor  Krauss  as  follows: 

The  College  of  Hawaii  in  its  course  in  ‘‘Crop  im¬ 
provement”  is  developing  superior  strains  of  live  stand¬ 
ard  varieties  of  held  corn  suited  to  Hawaiian  condi¬ 
tions. 

The  main  object  sought  after  in  the  experimental 
breeding  work  thus  far  undertaken  is  to  develop  high 
yielding  strains  of  uniform  quality.  The  work  done 
by  the  agricultural  students  at  the  College  farm  in 
Manoa  during  the  past  year  has  given  results  that  are 
highly  noteworthy.  Some  of  the  actual  yields  are  ex¬ 
ceeding  90  bushels  per  acre ,  with  an  average  of  about 
70  bushels  per  acre  for  all  varieties  tested.  These  are 
record  yields  and  show  the  value  of  high  grade  seed. 

The  College  of  Hawaii  offers  for  free  distribution  to 
all  who  will  agree  to  report  upon  the  results  of  their 
experimental  plantings,  two  pounds  of  seed  of  each  of 
the  following  four  varieties,  it  requires  about  8  pounds 
of  seed  to  plant  an  acre,  so  that  the  seed  alloted  to  each 
applicant  will  be  sufficient  to  plant  a  fourth  acre  of  each 
of  four  varieties. 

List  of  varieties  with  brief  descriptions  of  their  main 
characteristics : 

Reid's  Yellow  Dent ;  the  standard  yellow  dent  corn 
of  the  great  corn  belt.  Bright  golden  yellow,  red  cobs 
with  medium  sized  kernels,  shelling  85  to  90  per  cent, 
of  grain.  Matures  in  about  110  days  from  early  spring 
planting  at  College  of  Hawaii  farm. 

Boone  Country  White;  pure  white,  large  ears  and 
deep  medium  rough  kernels.  Produces  a  high  per¬ 
centage  of  shelled  corn.  Requires  about  120  days  to 
mature. 

Funfc  s  Ninety  Day  Yellow  Dent;  one  of  the  earliest 
maturing  yellow  dent  corns.  Ears  small  to  medium 
(averaging  7  to  8  inches  in  length,  8  to  10  ounces  in 
weight).  A  strain  of  this  variety  yielded  at  the  rate 


21 


of  91  bushels  per  acre  at  the  College  farm  during  the 
past  season  where  it  matured  in  less  than  100  days. 
Owing  to  its  early  maturity  this  variety  will  probably 
prove  itself  well  suited  to  locations  of  low  rainfall. 

Silver  Mine;  an  early  maturing  white  dent  corn.  The 
kernel  is  deep  and  broad  giving  a  vigorous  germ.  Shells 
as  high  as  88  per  cent,  of  grain.  Matures  in  about  100 
days. 

Extension  Work  of  tiie  Engineering  Department. 

In  connection  with  the  woodworking  and  forge  labor¬ 
atory,  the  College  is  constructing  a  testing  laboratory 
for  materials  of  construction,  including  wood,  iron, 
steel,  and  cement,  and  providing  also  facilities  for  fuel 
testing.  The  equipment  of  the  testing  laboratory  in¬ 
cludes  a  150,000  lb.  capacity  Reihle  universal  testing 
machine  with  automatic  and  autographic  attachments, 
for  tension,  compression,  and  transverse  tests  of  large 
specimens;  a  small  Reihle  machine  for  testing  speci¬ 
mens  up  to  10,000  lb.  in  transverse  strain;  a  torsion 
machine  by  Olsen  for  torsion  tests  up  to  50,000  inch 
lbs.,  a  special  Olsen  machine  of  40,000  lb.  capacity  for 
compression  tests  of  cement  and  concrete  cubes;  and  a 
standard  Reihle  2,000  lb.  machine  for  briquettes.  These 
machines  are  provided  with  a  complete  assortment  of 
the  necessary  special  instruments  such  as  extensometers, 
compressometers,  deflectometers,  and  gauges,  thus  mak¬ 
ing  possible  the  accurate  measurement  of  deformation 
over  a  wide  range  of  tests.  In  addition  to  the  above, 
the  testing  laboratory  also  includes  an  extensive  equip¬ 
ment  of  molds,  sieves,  Vicat  needles,  moist  closets,  dry¬ 
ing  ovens,  and  other  minor  accessories  necessary  to  carry 
out  practical  tests  of  cements  and  concrete  in  any  of 
the  usual  forms. 

In  addition  to  the  regular  courses  of  instruction  in 
the  experimental  laboratory,  much  work  has  been  done 
along  lines  of  investigation  and  research  for  private  in¬ 
terests  and  various  branches  of  the  government  service, 
among  which  may  mentioned  the  Hawaii  Development 


22 


Company,  Limited,  tests  on  ohia  lehua;  The  Honolulu 
Lava  Brick  Company,  Limited,  investigation  of  brick 
and  pipe  of  local  manufacture;  U.  S.  Navy  Engineers, 
tests  of  Pearl  Harbor  drvdock  concrete ;  Department  of 
Public  Works,  tests  on  sand,  rock,  timber  and  fuels; 
U.  S.  Geological  Survey,  Water  Resources  branch,  cali¬ 
bration  of  instruments  and  cooperation  in  stream  mea¬ 
surements;  Bureau  of  Agriculture  and  Forestry,  test  of 
eucalyptus  (still  in  progress)  ;  H.  S.  P.  A.  Experiment 
Station,  tests  on  volume  occupied  by  bagasse  at  various 
pressures ;  also  many  other  investigations  and  tests  of 
a  minor  nature.  While  not  making  the  work  of  in¬ 
struction  subservient  to  research,  it  has  been  the  aim 
of  the  department  to  cooperate  with  and  render  assist¬ 
ance  to  any  one  in  need  of  engineering  laboratory  facili¬ 
ties. 


Road- Materials  Testing  Laboratory. 

The  Engineering  Department  of  the  college  has  in  its 
laboratories  an  excellent  series  of  machines  for  the  scien¬ 
tific  testing  of  road -materials.  The  machines  already  on 
hand  are :  Deval  Abrasion  Cylinder ;  Page  Briquette¬ 
forming  Machine ;  Page  Cementing-value  Machine ;  Pen- 
trometer;  with  all  needful  accessories.  To  this  equip¬ 
ment  will  shortly  be  added  a  Two-Ball  Mill,  Grinding 
Lap,  Core  Drill  and  Impact  Machine. 

This  apparatus  is  to  be  housed  in  a  road-material 
laboratory,  now  under  construction,  making  a  complete 
and  modern  road-material  testing  laboratory. 

While  this  laboratory  is  primarily  for  the  instruction 
of  regular  students,  still  at  all  times  its  facilities  are  open 
to  any  individual  or  municipality  desiring  accurate  data 
in  regard  to  local  materials,  or  comparisons  or  tests  of 
various  road  materials  with  a  view  of  ascertaining  their 
suitability  for  the  work  in  hand.  All  inquiries  regarding 
this  laboratory  and  its  work  should  be  addressed  to  the 
Engineering  Department,  College  of  Hawaii. 


23 


Vegetable  Seeds;  Cuttings;  Seedling  Trees. 

The  horticultural  department  of  the  College  of  Hawaii 
does  not  conduct  a  nursery  or  kindred  enterprise  for  the 
purpose  of  disseminating  plant  stock.  This  work  is  well 
organized  under  other  institutions,  and  is  carried  on 
effectively  and  to  the  satisfaction  of  the  Territory.  The 
The  Hawaii  Experiment  Station  has  on  hand  for  gener¬ 
al  distribution  a  great  variety  of  horticultural  plants  and 
seeds,  excepting  shade  and  ornamental  trees,  which  are 
obtainable  from  the  Territorial  Bureau  of  Agriculture 
and  Forestry.  The  latter  bureau  also  has  charge  of  the 
Congressional  free-seed  distribution  for  this  Territory. 
Requests  for  material  should  therefore  be  directed  to  one 
or  the  other  of  these  two  institutions.  The  College  of 
Hawaii,  however,  will  welcome  and  give  careful  atten¬ 
tion  to  any  correspondence  regarding  local  horticultural 
problems  or  requesting  specific  information. 

College  Building  Service. 

The  main  building  of  the  College  is  a  dignified  and 
commodious  structure,  of  concrete  construction,  con¬ 
taining  three  stories,  and  about  sixty  rooms. 

It  is  located  on  the  College  lands  in  Manoa  Valley, 
near  the  juncture  of  Metcalf  Avenue  and  Maile  Way, 
and  is  three  minutes’  walk  from  the  street  car  line. 

The  College  building  is  the  property  of  the  Territory 
of  Hawaii,  and  its  facilities  are  available  for  use  by 
any  responsible  persons  at  times  when  not  required  by 
regular  college  classes.  The  building  has  electric  light-: 
throughout,  rendering  it  available  for  suitable  evening 
events. 

All  arrangements  are  made  through  consultation  with 
the  president  of  the  College. 

The  College  Library. 

The  library  is  open  daily  except  Sunday  from  eight 
to  four,  (Saturday  eight  to  twelve),  and  by  arrange¬ 
ment  can  be  made  available  at  any  other  time. 


24 


The  library  now  contains  about  11,000  volumes  of 
the  more  recent  works  on  agriculture,  engineering,  the 
mechanic  arts,  the  various  mathematical,  physical,  che¬ 
mical  and  natural  sciences,  as  well  as  an  excellent  col¬ 
lection  of  books  in  English  and  in  German  literature. 
In  addition  there  are  on  the  shelves  about  10,000 
pamphlets,  most  bulletins  of  Agricultural  Experiment 
Stations  and  of  the  United  States  Department  of  Agri¬ 
culture.  The  library  is  a  depository  for  all  publica¬ 
tions  of  the  Federal  government. 

The  library  is  open  to  the  public,  and  persons  com¬ 
plying  with  the  regulations  may  withdraw  hooks  for 
home  use. 

Library  hooks  from  the  College  library  can  be  bor¬ 
rowed  by  any  interested,  who  will  guarantee  safe  return 
of  hooks.  Books  will  be  sent  to  any  part  of  the  terri¬ 
tory,  borrower  paying  postage.  Applications  and  cor¬ 
respondence  should  he  addresed  to  extension  depart¬ 
ment. 


25 


SOME  SALIENT  FACTS  CONCERNING  THE 
EXTENSION  WORK  OF  THE  COLLEGE  OF 
HAWAII. 

1.  The  College  began  its  extension  services  very 
early  in  its  organization,  and  has  consistently  followed 
the  'policy  of  extending  its  benefits  and  services,  just  so 
far  as  is  feasible,  to  every  person  in  the  Territory  who 
could  make  use  of  them. 

2.  There  has  never,  at  any  period,  been  any  special 
appropriation  or  fund  for  the  maintenance  of  these  ex¬ 
tension  enterprises;  they  have  been  carried  on  largely 
through  volunteer  labor,  with  the  aid  of  Territorial 
funds.  The  general  Federal  funds  are  not  expendable 
for  extension  work. 

3.  Extension  work,  in  great  variety,  and  meeting  a 
wide  range  of  requests,  has  been  done  by  practically 
every  member  of  the  College  staff.  No  special  salaries 
or  remuneration  has  been  made  for  any  extension  work. 

4.  All  extension  work  has  been  done  free;  that  is, 
there  have  been  no  charges  of  any  kind  for  any  of  these 
services. 

5.  So  far  as  is  known  to  the  professor  in  charge  of 
the  extension  work,  no  request  that  has  come  to  the 
College  for  special  help  or  assistance  has  ever  been 
neglected  or  unanswered.  In  certain  cases  requests 
have  been  referred  to  other  branches  of  the  Territorial 
or  Federal  governments,  to  which  they  have  more  pro¬ 
perly  belonged,  for  example,  request  for  nursery  stock, 
to  the  Hawaii  Agricultural  Experiment  Station,  etc. 

6.  As  to  the  volume  of  the  extension  work,  it  may 
be  stated  roughly  that  there  are  on  the  average  eight  to 
ten  definite  requests  per  week,  throughout  the  year, 
for  some  form  of  extension  service. 

7.  The  extension  services  of  the  College  has  been 
rendered  to  all  classes  and  groups  within  the  Territory, 
without  distinction ;  to  school  teachers,  principals,  and 
officers ;  to  the  various  industrial  and  agricultural  cor¬ 
porations;  to  officials  and  employees  in  the  various 


26 


branches  of  the  Territorial  and  Federal  governments; 
to  groups  in  the  city  of  Honolulu,  and  in  other  cities 
and  settlements;  to  homesteaders  and  others  living  in 
the  rural  regions. 

8.  The  services  of  the  College  laboratories,  shops, 
agricultural  lands  and  equipment,  and  the  other  mate¬ 
rial  equipment  of  the  College  have  been  made  available 
to  any  who  desired  to  use  them,  during  the  summer 
term ,  as  well  as  during  the  College  year.  The  assis¬ 
tance  of  most  of  the  factulty  has  also  been  available,  and 
has  been  utilized,  throughout  the  year. 

9.  It  has  been  a  fixed  policy  in  the  extension  work 
to  assist  and  supplement  the  work  carried  on  by  other 
agencies  and  institutions  of  the  Territory,  and  in  no 
case  to  duplicate  or  compete  with  them.  The  spirit  of 
cooperation  and  mutual  efficiency  has  characterized  all 
of  the  relations  of  the  extension  department  with  these 
other  organizations. 

10.  Theoretical  considerations  have  been  consistently 
subordinated  to  the  real  and  practical  needs  of  the  Ter¬ 
ritory;  hence  much  of  our  work  has  been  taking  forms 
quite  different  from  those  of  mainland  state  colleges. 

11.  Through  the  courtesy  and  good-will  of  the  pub¬ 
lic  press,  the  College  has  repeatedly  announced  its  ex¬ 
tension  services,  and  these  statements  have  always  met 
with  a  favorable  reception. 

12.  It  has  been  universally  recognized  by  the  main¬ 
land  colleges  of  agriculture  and  the  mechanic  arts, 
(and  many  of  these  have  been  carrying  on  various 
forms  of  extension  work  over  a  long  period  of  years), 
that  the  most  effective  assistance  is  that  given  by  the 
college-staff  men  when  they  can  personally  visit  the  ap¬ 
plicant  and  aid  him  “ on  his  own  ground.” 

Space  does  not  permit  describing  the  very  wide¬ 
spread  tendency  in  this  line.  The  College  has  had  this 
as  an  ideal,  but  has  been  unable  to  realize  it  because 
of  lack  of  funds  for  this  purpose.  If  the  Smith-Lever 
Bill  funds  ever  become  available,  the  College  men  can 
be  of  much  service  on  the  other  islands. 


27 


13.  The  department  has  made  a  particular  point  of 
keeping  in  close  touch  with  mainland  advance  along 
lines  of  efficiency  in  extension  work,  and  has  imme¬ 
diately  available  the  very  latest  information  on  this 
work. 

14.  No  attempt  has  been  made  in  the  above  re¬ 
sume  to  cite  specific  instances,  but  these  are  at  hand, 
and  can  be  stated  in  detail  if  it  be  so  desired. 

The  Extension  Service  of  the  College  of  Hawaii. 

In  view  of  the  widespread  popular  discussion  of  ex¬ 
tension  work  in  agriculture,  it  may  be  of  interest  to 
present  a  general  statement  of  the  meaning  and  nature 
of  extension  work,  together  with  something  of  the  atti¬ 
tude  of  the  College  of  Hawaii  toward  such  work. 

The  definition. — Extension  work  in  agriculture  com¬ 
prises  all  educational  efforts  at  the  homes  and  on  the 
premises  of  the  country  and  plantation  people,  the  con¬ 
ducting  of  local  demonstrations  and  schools,  the  hold¬ 
ing  of  meetings  in  the  localities  and  at  the  College 
itself,  such  administration  at  the  institution  as  the 
organization  of  the  work  required,  and  such  other 
efforts  as  center  directly  in  interest  away  from  the 
College.  The  farm  and  laboratories  of  the  College 
must  be  used  for  the  working  out  of  many  of  the  prob¬ 
lems  that  are  brought  back  from  the  farms  and  the 
establishments  of  the  people,  for  very  many  of  the  ques¬ 
tions  that  arise  in  the  extension  work  in  the  field  can 
be  settled  only  by  working  them  out  under  conditions 
of  control. 

Extension  work  is  welfare  work,  and  is  properly  a 
part  of  the  College  that  is  maintained  by  the  people  for 
the  service  of  the  people.  The  early  stages  of  exten¬ 
sion  work  are  now  past;  it  is  not  exhortation,  nor  the 
advertising  of  the  College,  nor  publicity  work  for  the 
purpose  of  securing  students.  It  is  a  plain,  earnest, 
and  continuous  effort  to  meet  the  needs  of  the  people 
on  their  own  places  and  in  their  localities. 

Extension  work  should  aid  the  people  in  the  solving 


28 


of  their  own  problems  of  farming  and  also  of  the  social, 
economic,  and  educational  problems  of  farming  com¬ 
munities.  To  this  end,  it  is  necessary  that  trained  men 
and  women  be  available  in  many  dilferent  lines  of  agri¬ 
cultural  work.  Persons  must  be  specially  trained  for 
this  work,  as  well  trained  as  for  regular  teaching  or 
for  research  or  administration. 

The  motive. — The  temptation  is  to  use  extension 
work  as  a  means  of  publicity  of  a  college  or  organiza¬ 
tion.  This  will  fail  in  the  end,  and  it  will  react  un¬ 
favorably  on  the  college  itself.  The  whole  motive  must 
be  sincerely  to  help  the  people,  not  to  push  or  advertise 
the  institution,  nor  to  make  publicity  for  any  person. 

If  the  colleges  of  agriculture,  and  other  rural  insti¬ 
tutions  and  agencies,  ever  come  to  be  dominated  by 
the  desire  to  aggrandize  themselves  or  to  exploit  the 
people  for  the  sake  of  appropriations,  they  will  fail  of 
their  purpose  and  be  repudiated  by  the  people.  Only 
so  long  as  they  have  the  spirit  of  service  and  of  sub¬ 
stantial  disinterested  work  will  they  have  reason  per¬ 
manently  to  exist. 

The  nature  of  the  work. — It  is  proper  that  every  pub¬ 
lic  institution  that  is  doing  good  work  at  home  should 
extend  itself  to  the  people;  but  it  is  well  to  bear  in 
mind  that  the  institution  should  not  begin  the  process 
until  it  has  something  to  extend.  Extension  efforts 
should  he  the  result  of  ivork  rather  than  the  beginning 
of  v:ork. 

One  is  likely  to  make  the  mistake  of  beginning  the 
extension  work  first,  whereas  the  extension  work  shouhl 
grow  gradually  as  the  College  grows  and  be  the  natural 
expression  to  the  people  of  the  work  that  arises  in  the 
college  itself. 

The  people  should  not  be  too  anxious  to  have  exten¬ 
sion  work  issue  from  any  particular  department  of  the 
college.  The  extension  work  should  come  in  the  pro 
cess  of  time,  as  the  work  ripens,  and  under  such  con 
ditions  it  will  be  substantial  when  it  comes  and  will 
produce  real  results. 


29 


What  Hawaii  gets  in.  extension  work  should  de¬ 
pend  directly  on  what  it  wants  and  what  it  puts  into 
the  work.  The  rapidly  growing  farm  bureau  work  on 
the  mainland  is  an  illustration  of  the  fact  that  farmers 
are  now  taking  the  initiative  work  in  the  localities, 
often  supplying  even  a  good  part  of  the  funds.  At  this 
day,  extension  should  meet  demands  rather  than  make 
demands. 

Extension  enterprises  are  of  many  kinds — of  any 
kind  whereby  a  department  or  institution  or  organiza¬ 
tion  may  extend  and  apply  itself  to  its  constituency. 
Some  of  the  extension  methods  in  agriculture  are  itiner¬ 
ant  lectures,  institutes,  extension  schools,  short  courses, 
farmers’  weeks,  reading-courses,  traveling  libraries,  pub¬ 
lication,  farm  trains,  tests  on  farms  and  in  gardens,  fol¬ 
low-up  work  of  many  kinds,  demonstration  farms,  farm 
bureaus  or  agencies,  organized  correspondence.  Actual 
demonstration ,  and  work  directly  with  persons  on  their 
special  problems ,  are  in  the  end  the  best  form  of  exten¬ 
sion  work.  In  the  end  there  must  be  sustained  teach¬ 
ing  in  the  localities. 

The  widespread  extension  effort  is  one  of  the  most 
hopeful  applications  of  the  time.  It  may  also  be  one 
of  the  most  inefficient,  depending  on  how  it  is  done 
and  particularly  on  the  motive  that  propels  it.  We 
have  now  passed  the  early  experimental  stages  in  ex¬ 
tension  work.  In  order  to  be  most  useful,  it  must  he 
well  organized — as  well  organized  as  any  other  work 
at  the  College  itself. 

Let  the  demand  grow  up  in  the  communities. — The 
many  educational  agencies  are  now  fairly  established, 
and  the  country  people  in  general  are  aware  of  the 
aids  that  they  may  receive;  and  they  are  also  aware 
for  the  most  part  of  the  deficiencies.  There  are  some 
regions  and  places,  of  course,  into  which  extension  en¬ 
terprises  must  be  carried  bodily  and  as  a  gift ;  but  these 
are  now  relatively  few. 

It  is  best  to  let  the  desires  originate  in  the  people 
themselves  even  if  progress  is  not  so  rapid  as  some  of  us 


30 

would  wish,  and  to  be  cautious  of  the  plans  of  those 
who  sit  in  offices. 

The  New  York  State  College  of  Agriculture  former¬ 
ly  paid  all  traveling  expenses  of  members  of  the  staff 
in  several  lines  of  extension  work.  Demands  for  as¬ 
sistance  from  the  College  grew  very  rapidly.  During 
this  time  they  had  an  opportunity  to  study  the  situa¬ 
tion.  Two  facts  became  outstanding:  first,  that  the 
appropriations  would  always  be  inadequate  to  meet  the 
needs  of  the  state ;  second,  that  they  were  sending  assist¬ 
ance  to  many  communities  that  were  able  to  pay  some¬ 
thing  toward  these  expenses  themselves.  They  found 
that  many  communities  took  a  deep  interest  in  a  parti¬ 
cular  piece  of  extension  work  when  there  was  contribu¬ 
tion  on  the  part  of  the  community  toward  the  expenses : 
the  people  naturally  felt  as  if  they  were  partakers  rather 
than  onlookers. 

Now  and  then  there  is  a  feeling  that  the  community 
is  entitled  to  this  service  without  direct  expense  be¬ 
cause  the  individuals  think  that  they  have  paid  for  it 
in  their  taxes.  This  feeling  is  not  marked,  however, 
and  is  easily  met  by  pointing  out  the  very  small  amount 
of  extension  service  that  could  come  to  any  given  rural 
community  merely  on  the  basis  of  the  taxes  paid.  Taxa¬ 
tion  supports  the  institution  and  maintains  the  staff: 
the  College  is  here,  for  such  use  as  the  people  desire 
to  make  of  it  in  an  extension  way. 

In  general. — We  have  arrived  at  standarized  methods 
of  college  teaching  in  the  sciences,  professions  and  arts. 
We  are  beginning  to  standardize  our  regular  college  in¬ 
struction  in  agriculture,  as  experience  accumulates. 

We  are  also  arriving  at  standard  methods  of  exten¬ 
sion  work. 


